| Summary: | 碩士 === 明道大學 === 教學藝術研究所 === 95 === The aim of this study was to investigate the effects of the implementation of realistic context instructional design on the mathematical learning attitude of fifth graders and to explore the encountered problems and their solutions along the progress. A qualitative research approach was employed in this study associated with the basis and tactics of the action research approach. In addition, the researcher’s improvement progress, obtained from participating in a Mathematics Teacher Learning Organization, was supervised and mentored along while the study proceeded. A total of six fifth graders, two of each with low, moderate, and high mathematical achievement respectively, was selected purposefully from the researcher’s class as the participants to meet the objectives of the study. The data collection was conducted through various ways, such as DVD-recording or tape-recording the instruction and activities as in-class observation records, after-class observation records, students’ worksheets, students’ journals, semi-structured interviews, teacher’s journals, and meeting records from the Mathematics Teacher Learning Organization.
Through analyzing and reasoning the data and information collected thoroughly, conclusions were drawn as follows:
1. The teaching materials and activities invented to the realistic context instructional design in mathematics had positive influences on the students’ mathematical learning attitude, did give students more sense of achievement, and promoted learning interest and involvement in mathematics for all the students. Furthermore, the students with low or moderate mathematical achievement had more substantial improvement during the study. In terms of the aspect of cognition, students had more confidence in handling mathematics learning, while they also found that it could be applied to many cases in real life. In terms of the aspect of affection, they all were looking forward to having fun with the mathematics activities in class since mathematics became easier and more interesting to them. In terms of the aspect of behavior, the students tended to be proactive toward the in-class activities and more likely to apply what they learned to cases in real life and discuss it with their classmates after class. Moreover, for low-achievement students, they could therefore receive immediate helps from their classmates.
2. Setting up social norm for the discussion activities in classroom could better the students’ involvement. For the low or moderate-achievement students, it was a bit more difficult to take the vertical mathematization. Thus, strengthening the connection between the descriptive statements in mathematics and the physical meaning of the situation in real life should be a must for teachers. As to the teaching progress, the teacher could take his/her own circumstances into account and guide the class to do discussions, monitor their group activities closely, or/and get students well prepared for learning in advance.
3. The teachers’ professional expertise in mathematics had strong influences on the students’ mathematical learning attitude; therefore, if teachers continuously improved their own expertise then they could make the most of the merits of the teaching materials and methods and bring wonderful learning experiences and fruitful gains to their students.
In addition, conclusions and recommendations were proposed for educational authorities, school administrators, and elementary mathematics teachers, as well as hands-on information for further study in the same or related topics.
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